Language: French Beginners



|Language: French Beginners |Target group: Stage 6 Preliminary |Topic: Bienvenue, Présentations, Famille et Amis |Indicative time: 40 hours (1 term |

| | | |+ rollover) |

|What are the key ideas or concepts you want the students to learn? |Why does that learning matter? |

|The key concepts I want students to learn are that: |The learning matters because: |

|there are many language structures and a lot of vocabulary that students can use when discussing |students need to be able to speak and understand spoken and written French when exchanging basic information in French |

|themselves, family and friends |students will be able to build on prior knowledge and learn a skill that will serve in other courses and later in life |

|students will continue to build on what they have been learning in French and be able to maintain |understanding attitudes and behaviours in relation to family and Friends will allow students to gain a deeper appreciation of |

|more complex conversations |other peoples and cultures. |

|students will gain an understanding of family and friendship in different French-speaking countries | |

|and compare to such in Australia | |

|Unit description: This is the first unit of work in the Preliminary course. The aim of this unit is to provide students with the language and skills needed when speaking and writing about themselves, their family and friends. At |

|the end of this unit, students will be able to: |

|Say Hello and goodbye |

|Use titles and address people |

|Understand the alphabet and spell their name in French |

|Introduce themselves |

|Say numbers up to 100 |

|Say where they live (town and country) |

|Say their nationality and ask others theirs |

|Say how they are and ask others if they are okay |

|Say their relationship status and Ask someone’s name and relationship status |

|Talk about relatives and family background |

|Describe themselves and others personality and physical characteristics |

|Talk about friends and family members |

|Key competencies: |

|The following key competencies are embedded in the Beginners Stage 6 Syllabus to enhance student learning: |

|communicating ideas and information |

|collecting, analysing and organising information |

|planning and organising activities |

|using technology |

|working with others and in teams |

|solving problems |

|Outcomes: |Students learn about: |Students learn to: |

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|Objective 1 – Interacting |the importance of listening for key words to assist understanding |listen for meaning |

|A student: |the importance of reading for key words to assist understanding |read for meaning |

|establishes and maintains communication in French |links in communication |use strategies to initiate, maintain and conclude an interaction |

|manipulates linguistic structures to express ideas effectively in French|the purpose and context of communication |select and incorporate particular vocabulary and structures to achieve specific |

|sequences ideas and information |register in language use |communication goals |

|applies knowledge of the culture of French-speaking communities to |responding to factual and open-ended questions |interact with reference to context, purpose and audience |

|interact appropriately |ways to support effective interaction |maintain an interaction by responding to and asking questions and sharing information |

| |the logical sequencing of ideas |use appropriate language features to enhance communication |

|Objective 2 – Understanding Texts | |structure information and ideas coherently |

|A student: |ways in which texts are constructed for specific purposes | |

|2.1 understands and interprets information in texts using a range of |ways in which texts are formatted for particular purposes and effects | |

|strategies |ways of identifying relevant details in texts when listening or reading|identify why, how or to whom a text is delivered or presented |

|2.2 conveys the gist of and identifies specific information in text |for specific information |explore the way text content is presented and how ideas and information are sequenced |

|2.3 summarises the main points of a text |ways of inferring meaning from text |make judgements about the relevance of detail in understanding text |

|2.4 draws conclusions from or justifies an opinion about a text |cultural attitudes that add meaning to texts |use contextual and other clues to infer meaning from text |

|2.5 identifies the purpose, context and audience of a text | |identify and discuss cultural influences in specific texts |

|2.6 identifies and explains aspects of the culture of French-speaking | | |

|communities in texts |the structure and format of particular texts | |

| |the purpose and context of a text and their influence on the choice of |present and organise information in ways appropriate to audience, purpose and context |

|Objective 3 – Producing Texts |structure, format and vocabulary |plan, draft and edit text |

|A student: |the logical sequencing of ideas in extended text |sequence ideas and information in texts |

|3.1 produces texts appropriate to audience, purpose and context |the application of known linguistic structures in new contexts |apply a range of vocabulary and linguistic structures across a range of contexts |

|3.2 structures and sequences ideas and information |language choices and their effect on intended meaning |evaluate the accuracy and appropriateness of structures when constructing and editing |

|3.3 applies knowledge of diverse linguistic structures to convey | |text |

|information and express original ideas in French | | |

|3.4 applies knowledge of the culture of French-speaking communities to | | |

|the production of texts | | |

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|Key structures and vocabulary |Grammatical items | |

| | |Cross-curricular |

|Bienvenue! Welcome | | |

|-Hellos and goodbyes, eg Salut, bonjour, bonsoir | | |

|-Addressing people, eg, Monsieur, Madame, mademoiselle, messieurs-dames | |Numeracy, understanding The patterns of French |

|-Spelling with the French alphabet | |numbers |

|-Attracting someone’s attention, eg S’il vous plait! | | |

|-Numbers up to 20. | |Careers, discussing future plans and options for |

| | |careers and jobs after school |

|Présentations | | |

|-Introducing yourself and asking others, eg Je m’appelle Corinne |Présentations | |

|-Numbers from 20-70 |Reflexives, eg. Je m’appelle, comment tu t’appelles ? | |

|-Saying in which country and town you live, eg J’habite en France. |Feminine and masculine adjectives, française, français | |

|-Giving your nationality & saying where you were born, eg Je suis francaise, Je suis français, Je suis|En, au, aux, j’habite en France/au Canada | |

|née à Sydney. |A, de, j’habite a Sydney/je suis de Sydney | |

|-Asking people if they are okay and responding to that question, eg Ca va ? Oui, ca va bien ! |Nous and adjective of appearence | |

|-Review of ‘avoir’ so that students are able to describe themselves physically |Using avoir + definite article to talk about physical descriptions : J’ai les| |

|-Flashcard or PowerPoint presentation of adjectives relating to personality |cheveux noirs et courts | |

| |Conjugation of ‘etre’ and ‘avoir’ : je suis, tu es, il est, on est, nous | |

| |sommes, vous êtes, ils sont, elles sont/ j’ai, tu as, il a, on a, nous avons,| |

|Famille et Amis |vous avez, ils ont, elles ont | |

|- Describing yourself and others physically (hair, eyes, height etc), eg j’ai les cheveux longs, |Nouns and adjectives to talk about physical appearance : les cheveux noirs, | |

|raides et noirs. J’ai les yeux bleus |les yeux verts | |

|- Describing yourself and others’ personality and character, eg Elle est gentille | | |

|-Telling people about your friends/family members/partner (words for ‘my’, ‘his’ and ‘her’), eg Ma | | |

|mère est grande et plutôt contente |Famille et Amis | |

|-Saying how old someone is, eg Elle a cinq ans |Adjectives endings for masculine and féminine : mariée vs marié/séparée vs | |

|-Words for ‘at’, ‘in’ : a, a l’, a la, au, aux |séparé. | |

|-Describing your family, Describing more than one person, eg Je vous presente ma famille |Possessive adjectives : Mon, ma, mes | |

|-Choosing ‘Tu’ or ‘vous’, eg tu t’appelles comment ? |Prepositions for ‘at’ : a, a l’, a la, au, aux | |

|-Numbers from 70 -11 |Formal and informal uses of ‘you’ : Tu, vous. | |

|-Telling people about your partner and marital status (words for ‘my’, ‘his’ and ‘her’), eg Je suis | | |

|célibataire | | |

|-Saying how old someone is and talking about your children (or in this case cousins, nièces, nephews),| | |

|eg Elle a cinq ans | | |

|-Describing your family, Describing more than one person, eg Je vous presente ma famille | | |

|-Choosing ‘Tu’ or ‘vous’, eg tu t’appelles comment ? | | |

|-Numbers from 70 -11 | | |

|Suggested teaching, learning and assessment activities: |Evidence of learning and ongoing feedback for students throughout unit of work |Registration/Date |

|Note: teaching and learning activities marked with an asterisk (*) could be used as formal assessment | | |

|tasks. |Class discussion and teacher feedback on student contributions. | |

|Sub-topic: Bienvenue! |Student use of appropriate vocabulary structures. | |

| |Student ability to sequence ideas. | |

|Activities: |Student use of culturally appropriate behaviour. | |

|Class brainstorm of students’ prior knowledge. Find out what greetings students are already familiar |Teacher observation of level of participation in class discussion and oral feedback. | |

|with. | | |

|Songs, such as ‘Salut, Bonjour, Bonsoir’ from Ca bouge. | | |

|Fill in the gaps with a range of greetings and general facts about France |Ongoing feedback through: | |

|Use The French Experience and go through specified chapter |teacher observation | |

|Students learn the alphabet and note down the pronunciation |oral/written feedback | |

|Alphabet song, students listen and sing |student self-evaluation | |

|Students practise their pronunciation and listening skills by spelling simple French words for their |peer evaluation. | |

|partner to write down | | |

|Students learn numbers. Numbers are practised by games such as race to the board, bingo |Listening activities: teacher observation and oral feedback on purpose and content. | |

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|Sub-topic: Presentations |Speaking activities: teacher provides oral feedback on correct pronunciation and vocabulary and | |

|Activities: |ability to maintain an interaction. | |

|Teach students structures for ‘my name is’ and ‘what’s your name?’ | | |

|Students practise with a partner |Discussion activities: teacher observation and oral feedback on how well students participate and | |

|Use flashcards to teach all the ways to say ‘how are you?’ and responses |recognise and use the vocabulary. | |

|Students have to put the responses in order from positive to negative | | |

|Teach students how to talk about where they are from, their nationality etc |Reading activities: teacher gives oral/written feedback on identifying general or specific | |

|Use The French Experience and work through the specified chapter to consolidate knowledge |information, purpose and content. | |

|A class survey, or a ‘find someone who’ game to find out where students personal information | | |

|Students create a simple roll play with this information and perform it to the class or record it and |Written activities: teacher observation and written feedback on purpose and content; peer | |

|listen |evaluation. | |

|Flashcard or PowerPoint presentation of physical characteristics (hair and eyes) | | |

|Review of ‘avoir’ so that students are able to describe themselves physically |ICT activities: use of À toi la parole (CLI product) to consolidate and reinforce new structures | |

|Flashcard or PowerPoint presentation of adjectives relating to personality |and to provide additional listening and speaking activities that allow for independent student | |

|Students create a ‘carte d’identite’ and write the basic information about themselves |progression. | |

|Students create a voki avatar and describe themselves (physically and personality) | | |

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|Sub-topic: Famille et Amis | | |

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|Activities: | | |

|Students revise and learn key vocabulary and structures to talk about other peoples’ (friends and | | |

|family) appearance and personality | | |

|Students draft their own family tree drawing and labelling their family members | | |

|Students review the verb ‘avoir’ by playing circular games (students have to go around the circle and | | |

|conjugate the verb in the present tense) | | |

|Dictation activities where the teacher reads sentences about families with learned structures and | | |

|students have to copy down what is said. | | |

|Resources | |

| |Supplementary booklet: Travel and toursim |

|The French Experience |- developed using: |

|- textbook, workbook and audio CDs |Envol workbook |

| |Équipe dynamique (foundation) |

|Other textbooks, such as Tapis Volant, Equipe, Ca bouge, Allons-y! |J’écris, tu écris |

| |Tu parles français? |

|Additional listening skills resource |Vocabulaire pour adolescents – niveau débutant |

|J’aime écouter | |

| |Syllabus topics covered in this unit : |

|Films |-Work |

|Le petit Nicholas, Bienvenue chez les ch’tis |-Family life |

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|ICT resources | |

|- À toi la parole – CLI resource | |

|- BBC website | |

|- youtube videos | |

|- Quia online learning activities | |

|- Languages Online Victoria | |

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| Evaluation and variation |

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|(Considerations: Time allocated for unit; variety of teaching strategies used; opportunities for teacher feedback and student reflection; suitability of resources; suitability of ICT/laptop |

|activities; literacy/numeracy links) |

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|Date commenced: Date completed: |

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|Class teacher signature: Head teacher signature: |

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FRENCH BEGINNERS

UNIT 1

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